Functional Behavior Assessment
Functional Behavior Assessment
FUNCTIONAL BEHAVIOR ASSESSMENT
IDENTIFICATION INFORMATION
Student: Jeff Jones Date of Report: February 21, 2017 Date of Birth: Chronological Age: 12 School Name: Gold School Home Address: Jack and Molly Jones Reporter: Joanna Mackin
Reason for Referral
Joanna Mackin initiated this Functional Behavior Assessment as a part of the requirements for a graduate class in Behavior Analysis. There were two reasons for selecting Jeff Jones.
His, teachers Ms. Mackin and Ms. Hannah Akiyama, as well as his parents, were concerned about the lack of growth over the 2015-2016 school year. The second reason involves the behaviors that are impeding that academic growth.
Over the course of the 2015-2016 school year Ms. Mackin & Ms. Akiyama worked with a counselor at Gold School to create a plan that would address the behaviors that were affecting Jeff’s learning. While this plan helped some in the 2015-2016 school year, we continued to see the same behaviors at the beginning of the 2016-2017 school year.
The behaviors identified for investigation include noncompliance, exaggerated response to physical discomfort, negative statements about himself or others, and difficulty beginning tasks.
Background Information
Jeff is a 12-year old boy who lives at home with his family in Honolulu. Jeff resides with his parents, Jack and Molly Jones and his younger sister, Melissa, who is 9 years old. Jeff lives with his parents and younger sister on the lower level of a two level house.
His grandparents, an aunt, and cousins live upstairs. Jeff is currently enrolled in Gold School. which serves students’ with learning differences, primarily language based. This means that Jeff is in a class of students his age and grade level with similar learning challenges.
Information Sources
Record Review Assets Student Profile 2015-2016 Assets School Intake Folder: Psychologist’s Educational Diagnostic Report Interviews Jack Jones, Father, February 11, 2017 Hannah Akiyama, Classroom Teacher, January 16,17,18, 23 2017
Catherine Sharp, Music Teacher, February 3, 2017 Lilly Plat, Performing Arts Teacher, January 18, 2017 Jeff Jones, Student, February 11, 2017 Observations Classroom, From November 7th, 2016 to January 8th, 2017 Art class, Wednesday, January 25, 2017 Music Class, Friday, February 10, 2017 Record Review Assets School Student Profile 2015-2014 Jeff’s Academic Goals: Jeff’s Decoding Goal is to show improvement in decoding skills (p.4) which
would move his functional grade level from Ending 2nd to Middle to Ending 3rd (p. 3)
Jeff’s Reading Comprehension Goal is to develop critical thinking and problem
solving skills relative to reading. The second Reading Comprehension Goal is to demonstrate growth in study skills relative to reading. (p. 4)
Jeff’s Spelling Goals are: to achieve growth in spelling skills; effectively utilize
technology tools; demonstrate competency in critical thinking and problem solving skills relative to writing; showing growth in expressing himself in writing assignments; and demonstrating growth in study skills relative to expository and narrative writing such as note taking and outlining. To show growth in these areas Jeff’s functional grade level would move from Middle 2nd to Beginning to Middle 3rd. (p. 5)
Jeff’s Mathematics Goals are: showing growth in math computation;
demonstrating critical thinking and problem solving skills relative to mathematical concepts and applications; and demonstrating the ability to effectively utilize technological tools like calculators. To show growth in these areas Jeff’s functional grade level would move from Middle 3rd to Beginning to Middle 4th in computation and from beginning to middle 2nd to beginning to middle 3rd in Concepts and Applications. (p. 6)
Jeff’s Social Adaptation Goals: Jeff’s Social Adaptation Goals are: demonstrating growth in becoming a confident
and responsible lifelong learner; effectively participating and contributing in a multicultural community; showing growth in advocating for self in academic and social situations; developing appropriate organizational, time management and self-monitoring skills; and demonstrating growth in coping and problem-solving skills. (p. 8)
